性格与英语网络教学效果之影响因素探讨

An Exploration of Influencing Factors between Students’ Persionality and Web-based English Teaching Effects

如何根据学生的个体特征因材施教是当前教育所面临的主要问题，显然性格不同，个体特征也不同，因此对关于学生的性格对教学效果的影响状况的研究尤为重要。以安庆师范学院部分学生为研究对象，以大学英语网络教学为例，探讨学生性格与教学效果之间的影响因素，以便更好地为教学服务。实验结果表明：（1）不同性格学生的英语学习动机存在显著性差异，外向型的学生学习动机要强于内向型的学生，但性格与学习动机的类型没有明显的关系。（2）性格与参与程度之间存在极其显著的差异，外向性格的学生的课堂参与度要远大于内向型学生。（3）调查结果显示在英语的听力、口语、阅读、写作四大项中口语和阅读受性格的影响：外向型学生的口语比内向型的学生要好，但阅读却比内向型学生要差；听力和写作的总体水平受性格影响不大。

In order to explore the influencing factors between students’ personality and English teaching effects， an investigation was made， with some students in Anqing Teachers College as subjects. And the results show that: (1) There exists significant difference in learning motivation: different characters， different motivations. And extroverted students have stronger motivation than introverted students. However， there is no obvious relationship between personality and the type of motivation. (2) There exists significant difference in the degree of classroom participation: different characters， different performance. And the performance of outgoing students is much more active than that of inward-looking students. (3) In English listening， speaking， reading， and writing， speaking and reading are influenced by personality. And the spoken English of extroverted students is better than that of introverted students， while the reading comprehension ability of the former is worse than that of the latter. The overall level of listening and writing is little influenced by personality.